Analysing Adaptive Scaffolds That Help Students Develop Self-Regulated Learning Behaviours

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Munshi, Anabil; Biswas, Gautam; Baker, Ryan; Ocumpaugh, Jaclyn; Hutt, Stephen; Paquette, Luc
Titel	Analysing Adaptive Scaffolds That Help Students Develop Self-Regulated Learning Behaviours
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 2, S.351-368 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Munshi, Anabil) ORCID (Hutt, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12761
Schlagwörter	Scaffolding (Teaching Technique); Metacognition; Independent Study; Intelligent Tutoring Systems; Causal Models; Learning Processes; Novices; Guidelines; Teaching Methods; Student Behavior; Behavior Change; Learning Strategies; Instructional Effectiveness; Feedback (Response); Middle School Students; Cues; Outcomes of Education; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Intelligentes Tutorsystem; Kausalanalyse; Learning process; Lernprozess; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Stichwort; Lernleistung; Schulerfolg; Computer based training; Computerunterstützter Unterricht
Abstract	Background: Providing adaptive scaffolds to help learners develop effective self-regulated learning (SRL) behaviours has been an important goal for intelligent learning environments. Adaptive scaffolding is especially important in open-ended learning environments (OELE), where novice learners often face difficulties in completing their learning tasks. Objectives: This paper presents a systematic framework for adaptive scaffolding in Betty's Brain, a learning-by-teaching OELE for middle school science, where students construct a causal model to teach a virtual agent, generically named Betty. We evaluate the adaptive scaffolding framework and discuss its implications on the development of more effective scaffolds for SRL in OELEs. Methods: We detect key cognitive/metacognitive "inflection points," that is, moments where students' behaviours and performance change during learning, often suggesting an inability to apply effective learning strategies. At inflection points, Mr. Davis ("a mentor agent in Betty's Brain") or Betty ("the teachable agent") provides context-specific conversational feedback, focusing on strategies to help the student become a more productive learner, or encouragement to support positive emotions. We conduct a classroom study with 98 middle schoolers to analyse the impact of adaptive scaffolds on students' learning behaviours and performance. We analyse how students with differential pre-to-post learning outcomes receive and use the scaffolds to support their subsequent learning process in Betty's Brain. Results and Conclusions: Adaptive scaffolding produced mixed results, with some scaffolds (viz., strategic hints that supported debugging and assessment of causal models) being generally more useful to students than others (viz., encouragement prompts). Additionally, there were differences in how students with high versus low learning outcomes responded to some hints, as suggested by the differences in their learning behaviours and performance in the intervals after scaffolding. Overall, our findings suggest how adaptive scaffolding in OELEs like Betty's Brain can be further improved to better support SRL behaviours and narrow the learning outcomes gap between high and low performing students. Implications: This paper contributes to our understanding and impact of adaptive scaffolding in OELEs. The results of our study indicate that successful scaffolding has to combine context-sensitive inflection points with conversational feedback that is tailored to the students' current proficiency levels and needs. Also, our conceptual framework can be used to design adaptive scaffolds that help students develop and apply SRL behaviours in other computer-based learning environments. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01